Generative Artificial Intelligence (GAI) has emerged as a powerful tool for fostering creativity. This study scaffolded college students to co-create with GAI and examined whether such co-creation processes differentially influenced students’ cognitive load, GAI use well-being, and creativity across different learning situations (individual vs. team). We also compared these variables when GAI was employed versus not employed. Participants were 31 Taiwanese college students enrolled in a creativity course. Two creativity tasks and inventories measuring cognitive load and well-being were administered. The first task was a team-based association task (associating cup and friendship), and the second was an individual constrained task (introducing a product within 10 words). A series of 2 (Learning situation: individual vs. team) × 2 (Group: with AI vs. without AI) repeated-measures analyses of variance were conducted. The results showed that AI assistance significantly reduced participants’ cognitive load and enhanced GAI use well-being, encompassing both eudaimonic and hedonic dimensions. Notably, these effects were particularly pronounced in the team-based learning condition. Moreover, AI assistance significantly improved creativity in both the constrained and associative creativity tasks. These findings suggest that co-creation with GAI can effectively reduce learners’ mental demand, promote enjoyment and a sense of self-growth, and enhance creative performance—whether in individual or collaborative learning contexts.

Authors:
Min-Wen Jao, National Chung Hsing University, Taiwan
Yu-chu Yeh, National Chengchi University, Taiwan

About the Presenter(s)
Yu-chu Yeh is the Distinguished Professor for the Institute of Teacher Education in the College of Education at the National Chengchi University in Taiwan.

Connect on Linkedin
https://www.linkedin.com/in/yu-chu-yeh-8ba911110/

Connect on ResearchGate
https://www.researchgate.net/profile/Yu-Chu-Yeh

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